BCBAs as Change Agents in Improving Student Attendance belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter school teams and classroom routines. In BCBAs as Change Agents in Improving Student Attendance, for this course, the practical stakes show up in clearer roles, fewer duplicated efforts, and better coordinated intervention, not in abstract discussion alone.
Provider: BehaviorLive — via BABAT
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Join Free →Student attendance is a significant issue for US schools. Chronic absenteeism rates increased from 15% of students in 2019 to 28% in 2023. Attendance concerns are associated with academic achievement, mental health risk, and behavioral needs. There is a need for universal, proactive interventions to support attendance. BCBAs have a wide-ranging skill set that can be used to support behavior change related to a variety of student outcomes, including attendance. This presentation will provide several examples of how behavior analytic skills are applied to support attendance across domains of collaboration, data, and practices. The presenters will outline how BCBAs can use collaborative skills to become key personnel in attendance initiatives. Overviews of school-wide attendance and multi-tiered systems of support (MTSS) teams will be provided, and the role that BCBAs can play on these teams will be reviewed. BCBAs can also support school teams in synthesizing attendance data through summarizing school-wide trends and identifying individual students at risk for chronic absenteeism. During this presentation, the presenters will explain how to calculate key attendance indicators such as school-wide daily attendance rates and percentage of students meeting criteria for chronic absenteeism. Finally, this presentation will describe how BCBAs can apply behavior-analytic principles to create reinforcement systems to support attendance. Key principles include defining criteria for reinforcement, timeliness of reinforcement, and aligning reinforcement with student preferences. Case examples will be shared from of school-wide attendance incentives that the presenters have developed with partner school districts, along with associated data related to these interventions.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
252 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.